THE EFFECT OF LEARNING STRATEGIES IN READING TOWARDS STUDENTS’ READING COMPREHENSION AT THE SECOND GRADE OF SMAN 8 BANDAR LAMPUNG

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I.INTRODUCTION

1.1Background of the Problem

Since the function and role of English spread out more and more, it becomes important to be learned. Teaching English as a foreign language is very important in Indonesia. It is taught from elementary school to university as an obligatory subject. It becomes a compulsory subject for most students in order to be able to involve in communication internationally. There are four English skills (listening, speaking, reading, and writing). Reading is one of language skills and it is function obvious becomes the primary skill in the teaching learning process.

Learning English as a foreign language sometimes is found difficult for some people. It is sometimes confusing, and it does not guarantee the success, particularly in the beginning. But knowing how to learn, how to use specific strategies, and how to make good study habits a routine practice will improve the likelihood of success. As Rubin (1975:41) states:

The different success of second or foreign language suggest a need to examine in detail what strategies successful language learners employ. An indication is given of what these strategies might consist of and list of several widely recognized good learner strategies are given. Teachers can improve their performance by paying more attention to learner strategies already seen as productive.

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The statement above implies that the different success of language learning among learners may be caused by the difference in maximizing the use of learning strategies. In other words, the writer assumes that learning strategy is very important in learning process because the success or failure of learning a foreign language may depends on what and how learning strategy used by learners.

Reading is considered as receptive skill, where the learners do not need to produce the language here. But they have to read, think, and do the instructions. In other words the learners have to concentrate on the written materials. This situation consequently will influence the learner’s achievement if they have their own preferences and techniques when they are learning. Strategies are needed to make the learning process more effective. The strategies employed by the students in comprehending reading text would significantly determine how the students who used good strategies be able to answer the reading test items well. In other words, using an appropriate learning strategy might result in the success of study particularly in reading.

Based on the researcher’s experience when she conducted PPL program in SMAN 8 Bandar Lampung, the researcher found that most of the students faced the difficulties in comprehending a text or answering the questions of the text. It can be seen from their English score which is lower than the “Minimal Complete Criterion (KKM)” of that school which requires the students to score 65 or above. The score indicates that the students failed in using strategies for comprehending the lesson. The researcher found that one skill that should be improved is reading comprehension.

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Waqidah (2004) says that in reading, it was found that, the learners might employ different strategies to overcome their difficulties. Some of the learners read aloud, underlined some words, circled phrases or words, etc. however, it seems that the learners practiced their strategies without teacher guidance. Obviously, learning strategy becomes an important thing for the students in order to be an independent language learners. Students should know how to learn well by using specific appropriate learning strategies and to make a good reading habit, so that they, who have good strategies, will find easy in their learning and will get success, particularly in reading.

Based on the previous description, the researcher tried to observe further about strategies employed by learners. There are three major categories of strategies: metacognitive, cognitive, and social. Those are strategies issued by Setiyadi. The researcher wants to find out whether the learners have used the three major categories of strategies in their learning reading, to determine whether the learning strategies give significant effect toward students’ reading comprehension and its contribution to their reading comprehension.

1.2Research Problems

This study defines the problems as follow:

1. What is the most frequent strategies employed by the students in reading?

2. Do learning strategies give significant effect toward students’ reading comprehension?

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The objective of this research are :

1. To find out the most frequent strategies employed by the students in learning reading.

2. To determine whether learning strategy give significant effect toward students’ reading comprehension.

1.4Uses of the Research

The research is aimed to have such uses as follow:

1. Theoretical uses

To verify the previous theories dealing with the theories of reading and learning strategies in reading in English as the Foreign Language.

2. Practical uses

a. As the information for the readers about learning strategies, and their importance or contribution to students’ reading comprehension.

b. To make the students aware of learning strategy they are probably applying, especially in reading.

1.5Scope of the Research

This quantitative research focused on students’ learning strategies in comprehending reading text. The language learning strategies that were investigated were learning

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strategies that directly construct and affect learning (metacognitive and cognitive strategy), and social strategy which indirectly constructs and affects learning. The research was implemented in one class, XI IPA of SMA N 8 Bandar Lampung which consisted of 40 students in 2011/2012 academic year. The writer choose this class because they already had enough knowledge of reading comprehension and also experience of learning English in their school before, at least one year.

The measurement of learning strategies knowledge is based on Language Learning Strategy Questionnaire (LLSQ) proposed by Setiyadi (2004). The students’ reading comprehension was measured using narrative text reading test.

1.6Definition of Term

There are some terms used by the writer and to make it clearly, the writer will give some definition as follow:

1. Learning strategy is language learning behaviors learners actually engage in to learn and regulate the learning of the second language (Wenden, 1987:6).

2. Reading comprehension is understanding the meaning of printed materials by answering the questions about it (Smith, 1982: 166).

3. Cognitive strategy is exemplified by inferencing, or guessing meaning from context, and elaboration, or relating new information to other concepts in memory (O’Malley, 1990:99).

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4. Metacognitive strategy is used to oversee, regulate or self-direct language learning by planning, monitoring, and evaluating their learning activities (Wenden and Rubin, 1987:25).

5. Social strategy are those activities learners engage in which afford them opportunities to be exposed to and practice their knowledge (Wenden et al, 1987:27).

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I. FRAME OF THEORIES

1.1Concept of Reading

Reading can be said as the window of knowledge in which people are able to know much information they can not get completely from other skills such as listening, speaking, or writing. It might be said that through speaking with others and listening to the radio or television, someone will not get knowledge or information as perfect as when she or he does reading.

Nuttal in Editha (1989:14) defines that reading is the meaningful interpretation of printed or written verbal symbols. Furthermore, Dubin et al (1985:27) say that reading is the ability to make sense of written or printed symbols to guide recovery information from his or her human memory and subsequently use the written message.

Moreover Whorter (1989:212) states “reading is a way of taking new ideas and identifying information to be learned.” It means that when someone is reading a text, he may find new things that he has not known yet. And he may also find information that will help him in learning something. In this case, his knowledge will certainly be better than before.

Finnochiaro (1964:28) claims that

….. in general, reading should not be introduced until children have a good knowledge of the sound system and the most frequently used structures. When reading is begun, the initial materials should be drawn from the conversations, stories, or dialogues which children have learned or memorized. The quotation

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above shows that reading ability should cover the knowledge of language components, such as vocabulary and structure. Therefore, in teaching and learning process. The teachers of English should consider some teaching strategies that can be used to accomplish a desired outcome.

From some concepts stated above, it can be inferred that reading actually an activity that is done by a reader to get new ideas, information and knowledge in order to understand the content of the text.

1.2Concept of Reading Comprehension

Simanjuntak (1984:47) says that the first point in reading needs is comprehension, so the readers will gain information from the text the readers read. Eskey (1986) defines reading comprehension as knowing what one does not know or adding new information to what one already knows. It means that reading comprehension is the process in which a reader employs his background knowledge to understand the content of the material being read.

While Dechant (1982:26) stated that reading as a progressive understanding of the meaning and presents by a sequence of words. It means that when the readers finish reading, they should get the information or ideas from the text.

It is also supported by Dallman (1982:23) who says that “reading is more than knowing what each letter of alphabet stands for, reading involves more than word cognition. That is without comprehension, no reading takes place.” It concludes that comprehension is the most important thing in reading textbooks or written material. To be a successful reader, one must comprehend or understand the information in the written materials.

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Finnochario et al (1964) say that:

“Reading comprehension is the ability which depends on the accuracy and speed of graphemic perception that is perception of written symbols, control of language relationship and structure, knowledge of vocabulary items and lexical combination, awareness of redundancy the ability to use contextual clues, and recognition allusion.”

It means that there are some aspects of reading comprehension that should be focused by the readers. The readers’ background knowledge is absolutely needed, moreover, Rubin (1993:194) states that reading comprehension is a complex intellectual process involving a number of abilities. The two major abilities involve word meanings and verbal reasoning. Without word meaning and verbal reasoning, there could be no reading comprehension; without reading comprehension, there would be no reading.

From the statement above, it can be understood that reading needs comprehension. According to Doyle (2004) comprehension is a progressive skill in attaching meaning beginning at the same level and proceeding to attaching meaning to an entire reading selection. All comprehension revolves around the reader’s ability in finding and determining main idea and topic sentence from the text. Moreover, Brown (1983:32) discusses four elements in reading comprehension. The four elements mainly deal with vocabulary, the specific information, the main idea, and the ability to infer or imply the ability to gain meaning that are not explicitly stated in the context of reading materials.

1.3Concept of Learning Strategies

Learning strategy is the way or technique employed by learners in the process of gaining the knowledge. Chamot (2004:1) defines learning strategies as the thoughts and actions

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that individuals use to accomplish a learning goal. Oxford (1989:235) points out that learning strategies are operations used by the learners to aid the acquisition, shortage, or retrieval of information, according to one familiar condition.

Wenden and Rubin (1987:19) define learning strategies as "... any sets of operations, steps, plans, routines used by the learner to facilitate the obtaining, storage, retrieval, and use of information." Richards and Platt (1992:209) state that learning strategies are "intentional behavior and thoughts used by learners during learning so as to better help them understand, learn, or remember new information."

In addition, Hosenfeld and Wenden (1987:71) describe some steps in defining a learning strategy, they are:

1. Learners can choose how to use resources.

2. Learners prioritize the aspects of language that they want to learn.

3. By choosing and prioritizing, learners set their own learning goals.

4. Learners may plan what their learning strategies should be and change them if they are not successful.

Based on the description above, it can be stated that using proper strategies, students seem to know what they are doing what they are supposed to do in the process of learning. They have made steps or systematic frameworks to anticipate any problems they will probably face. By this way, their learning is likely to be more effective and systematic.

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There are different classifications of learning strategies, different researchers on learning strategies in SLA have different categories for learning strategies (Setiyadi, 2012:921).

1. O’Malley et al

According O’Malley, et al. (1985:582-584) in Hismanoglu (2000), the classification of learning strategies are divided into three categories, i.e. metacognitive strategies, i.e. a term to express executive function, strategies which require planning for learning, thinking about the learning process as it is taking place, monitoring of one’s production or comprehension, and evaluating learning after an activity is completed. Cognitive strategies, which refer to the steps or operations used in learning or problem-solving that requires direct analysis, transformation, or synthesis of learning materials. Cognitive strategies are more limited to specific learning tasks and they involve more direct manipulation of the learning material itself, for instance repetition, resourcing, translation, grouping, note taking, etc. The last is social strategies which is related with social-mediating activity and transacting with others. Cooperation and question for clarification are the main social strategies. O’Malley et al. collected data by interviewing students and teachers and by conducting observations.

2. Oxford and Nyikos

Another research that used psychologically based considerations similar to O’Malley et al.’s study is Oxford and Nyikos’s (1989, and Oxford 1990a and 1990b). In Setiyadi (2012:17) Oxford and Nyikos classified learning strategies into direct strategies and indirect strategies. The direct strategies are subdivided into memory

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strategies, cognitive strategies, and compensation strategies. The indirect strategies are subdivided into metacognitive strategies , affective strategies, and social strategies. To collect data, they used a predefined questionnaire, which is called the strategy inventory for language learning (SILL).

3. Wenden

Another study that reviewed the previous classifications of language learning strategies has been Wenden (1991a) in Setiyadi (2012:18) classified language learning strategies into two broad categories. The first category, cognitive strategies, involves selecting information from incoming data, comprehending and storing the information, and retrieving the information. The second category, which is called self-management strategies, involves planning, monitoring and evaluating. In her classification social strategies were classified under cognitive strategies (1991,p.23).

4. Setiyadi

In Setiyadi’s study, he classified language learning strategies into three categories: cognitive, metacognitive and social. These three categories are the ones that have most commonly been used by the previous researchers. In relation to language learning strategies, the cognitive category may include all activities that take place in the brain in order to acquire a foreign language, which may include intelligent guessing, looking for patterns from sentences, inferencing, association, summarizing, grouping in the mind, deduction, imagery, and other mental processes. Metacognitive strategies involve processes related to monitoring and evaluating what has been done and planning what to do in acquiring another language. The metacognitive strategies include self-direction, self-monitoring, self-evaluating, and self-correcting. And,

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social strategies are often called as social mediation, the strategies under this category are asking questions, cooperating with others, and empathizing with others.

In Setiyadi’s study, the classification of the language learning strategies was based on theory driving decision making and theories of skill-based learning strategies. In his study, the four scales which have significant intercorrelations were grouped into one single scale that was called Language Learning Strategy Questionnaire (LLSQ). These strategies cover four areas of the language skills: speaking, listening, reading, and writing. Each area has three groups of items, those designed to measure cognitive strategies, metacognitive strategies, and social strategies (Setiyadi, 2012: 23).

Looking thoroughly at the definitions of learning strategies above, the researcher defines learning strategies as special thoughts, actions and choices taken in the purpose of achieving learning objectives. The thoughts, actions and choices include metacognitive, e.g. setting the objective of learning; cognitive, like summarizing; and social, such as sharing ideas in peer-cooperation.

The use of language learning strategies is culturally influenced; students from different cultural backgrounds have different learning strategies in SLA (Politzer and Groarty, in Setiyadi, 2012). Since language learning has proved to be culturally loaded, the LLSQ seems to be culturally appropriate for Indonesian students who learn English as a foreign language, not a second language. The questionnaire that is meant to measure the frequency of learning strategy use has been developed based on the language learning strategies used by EFL students in Indonesia. Therefore, the researcher will used classification of learning strategies based on Setiyadi’s study. Moreover, Setiyadi’s

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classification of learning strategy was an exploration of which learning strategies successful language learners used in learning the four skills of English: speaking, listening, reading, and writing. In other words, LLSQ was classified per skill, skill based classification. Since the focus of this research only in reading skill, the researcher will use LLSQ in the area of reading skill only.

1.4Concept of Reading Strategies

Learners of any skill of language including reading skill can apply the concept of learning strategy, which has been stated previously. And since reading activity cannot be separated from comprehension, the writer assumes that reading strategy is a technique which is used in comprehending a text. According to Wenden (1987:6), language learning strategies refer to language learning behaviors that learners actually engage in to learn and regulate the learning of second or foreign language. Learning strategies are operations used by learners to aid the acquisition, storage or retrieval of information. It can be inferred that strategies promote reader in catching details and certain information hidden in a text.

There are many strategies that can be employed in understanding or comprehending a reading material. One of many reading strategies is schema strategy. Carrel (1987:220) says that the previously acquired knowledge is called the reader’s ‘background knowledge’ and the previously acquired knowledge structures are called ‘schemata’

According to schema theory comprehending a text is an interactive process between the reader’s background knowledge and the text. Schemata function to promote learners’ comprehension when they find something they do not know from a text. Having a

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schemata or relevant prior knowledge allow the learners to make predictions, visualize events, draw inferences, monitor comprehension, and create summaries.

The other techniques used in comprehending reading material are skimming and scanning. Skimming means that the learners do not read the whole sentence completely. They underline some important word or phrases and read the underlined parts only. Nuttal (1982) in Simanjuntak (1988) mentions that by skimming we mean glancing rapidly through a text to determine its gist. In other words, when the learners skim, they are looking for the gist or the most central part of what the author is saying without a lot of details. They want only an outline of reading material.

While scanning is the special technique used to find specific information without a relatively read large body of printed material. As Nuttal (1982) in Simanjuntak (1988) states that scanning means glancing rapidly through a text either to search for a specific piece of information (e.g. a name, a date) or to get an initial impression of whether the text is suitable for a given purpose. It can be inferred that the learners only try to locate specific information. They simply let their eyes wander over the text until they find what they are looking for, whether it is a place, time, name, date, a kind of sport or food, etc.

In this study, the researcher wants to observe the reading strategies used by the learners. To be competent readers, learners need to monitor their application of reading strategies. The research on learners’ reading strategies that conducted based on the three major categories of strategies: cognitive, metacognitive and social. Reading strategies under cognitive category such as: skimming, scanning, cross-check, reread, guessing unfamiliar word from available clues, try to understand sentence by analyzing the pattern, taking

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notes, picking out key words. While reading strategies under metacognitive category such as: set a purpose for reading, activate background knowledge, check and recheck understanding after reading a passage, try to analyze the difficulty found, and pay attention to the words or rules while reading. The last is reading strategies under social category such as: reading the passage aloud, discussing the reading passage and ask friends or teacher for help.

1.5 Effect of Learning Strategies in Reading toward Students’ Reading Comprehension

According to Wenden (1987:6), language learning strategies refer to language learning behaviors that learners actually engage in to learn and regulate the learning of second or foreign language. Rigney (1987) states that learning strategies are operations used by learners to aid the acquisition, storage or retrieval of information, according to one familiar condition. It could be inferred that strategies promote reader in catching details and certain information hidden in a text.

According to Hargis (2000) there is a positive relation between individuals who have the ability to regulate their own learning and language acquisition. Probably, it can be assumed that there is any effect of learning strategies toward students’ reading comprehension in reading. In other words, successful learners in reading are those who might be able to apply the learning strategies to get more successful language learning especially in comprehending reading text.

In addition, Setiyadi (1999:144-151) states that different skill areas involved different types of strategies”. The strategies under metacognitive category involve evaluating and

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monitoring such as: check and recheck understanding after reading a passage, try to analyze the difficulty found, and pay attention to the words or rules while reading.

Whereas the strategies used in reading under cognitive category are divided into deep level cognitive strategy and surface level strategy. “Deep level cognitive strategy involve comprehension and analysis” (Bloom, in Setiyadi, 1999), such as : guessing unfamiliar word from available clues, reading English books and magazines, try to understand sentences by analyzing the pattern, using general knowledge and experience, try to anticipate the story line, and read text more for ideas than word. Surface level cognitive strategies involve rote learning and recalling knowledge, such as: reading the passage aloud, taking notes, picking out key words and repeat them, discussing the reading passage, and ask friends or teacher for help.

Based on the statement above, it is assumed that successful readers are those who are likely to be able to use learning strategies more frequently in comprehending a text than less successful learners. They may get more success in the achievement of a language skill, especially reading skill.

Assessment in education is the process of observing and measuring learning. Teachers evaluate a student's level of achievement and skill for the purpose of supporting and improving student learning. Teachers use assessments in reading to make sure students are making measurable progress. According to Brown (1983:32), there are four elements or aspects in reading comprehension we need when we want to assess reading. The four elements mainly deal with vocabulary, specific information, main idea, and the ability to

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infers or imply the ability to gain meanings that are not explicitly stated in the context of reading materials.

As we know, reading comprehension is defined as the process of getting message from the author through a written text. The message can be an idea, a fact, feeling, an argument, etc. So, based on the explanation above, in this research, the researcher will focus on those four aspects in making reading assessment for the students.

Every learners has different strategy to comprehend a reading material. Based on researcher’s point of view, they tend to use comfortable and appropriate strategies which support their comprehension. A learner may be fluent in his or her native language, but it does not guarantee that he or she is fluent in reading English as foreign language. A learner needs to understand the task accurately in order to use the most effective strategies.

In this study, the researcher wants to find the effect or learning strategies in reading towards students’ reading comprehension. To be competent readers, learners need to monitor their application of reading strategies. The research of learners’ reading strategies that conducted based on the three major categories of strategies: metacognitive, cognitive, and social. To measure students’ learning strategies, the researcher used questionnaire. The questionnaire given to the students are taken from “Language Learning Strategy Questionnaire” (Setiyadi, 1999) which is modeled specially to search learning strategies employed by learners per skill. Since this research focus on the reading, the researcher only use reading strategy questionnaire.

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1.6Measurement of Learning Strategy and Reading Comprehension

To measure learning strategies used by students’ the researcher used Language Learning Strategy Questionnaire for reading skill only. The researcher gave a set of questionnaire in order to know the students’ learning strategies in studying English especially in reading. The researcher used Setiyadi’s questionnaire (2011) because he has arranged the questionnaire which classify into three learning strategies: cognitive, metacognitive, and social strategies, which has determined in which item designed to measure the three strategies. Each strategies has a numerical value, for example:

1 = I never do it

2 = I almost never do it 3 = I sometimes do it 4 = I often do it 5 = I always do it

As we can see the table below:

Strategy Classification of the LLSQ

Strategies Reading

Cognitive Item no. 1 – 11

Metacognitive Item no. 12 – 17

Social Item no. 18 - 20

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Besides the questionnaire, the researcher also gave reading test to the students in order to know students’ reading achievement in comprehending reading text. It is a set of questions and problems of objective test to measure students’ reading comprehension. The researcher used multiple choice reading test which consists of 20 number of questions. A good test can be seen from its validity. To measure whether the test has good validity, the researcher used content and construct validity. Content validity refers to the extent to which a test measures a representative sample the subject matter contents, the focus of the content validity is adequate of the sample and simply on the appearance of the test (Hatch and Farhady, 1982:251).

To know whether the test is good reflection of the knowledge which the teacher wants the students to know, the researcher compares this test with table of specification. If the table represents the material that the researcher wants to test, then it is valid from that point of view. A table of specification is an instrument that helps the test constructor plans the test.

In line with Nuttal (1985) the relation validity of the instrument refers to construct validity in which the question represents five of sort reading skills, i.e. determining main idea, identifying specific information, reference, inference, and vocabulary. Skills of reading in the test are a part of the construct validity and the item numbers are a part of the content validity. The validity of the reading test will be measured by using inter-rater analysis to make the reading test more valid.

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In this research, the researcher wants to identify the effect of learning strategies toward students’ reading comprehension and to find out the most frequent strategies employed by the learners in reading. Referring to what has been discussed in the previous part, it is assumed that learning strategies are important factors that can influence students’ reading comprehension and the strategies have positive influence on students’ reading comprehension. Rubin (1975) states that good language learners use more and better strategies than poor language learners do. Having good strategy is the best way to be successful language learner in learning especially in reading.

The use of learning strategies might enable students to become more independent learners. By using proper strategies, students seem to know what they are doing and what they are supposed to do in the process of learning. They have made steps or systematic frameworks to anticipate any problem they will probably face. By this way, their learning is likely to be more effective and systematic. Learning strategies important in students reading process to make reading easier, faster, more enjoyable, more self-directed, and more effective in order to gain greater confidents in reading, involvement, and proficiency. When the students used learning strategies more it means that the students comprehend the reading text better.

1.8Hypothesis

Concerning to the concept and theoretical assumption above, the researcher would like to formulate the hypothesis as follows:

There is significant effect of learning strategies toward students’ reading comprehension in learning English as the Foreign language.

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I. RESEARCH METHODS

1.1Research Design

The design of this research was a inferensial statistic analysis, a quantitative study. In collecting the data, the researcher did not carry out a treatment nor an experiment of any kind to subjects. In conducting this research, the researcher used a co-relational design of ex post facto designs.

As Setiyadi (2006:144-146) states that there are two types of ex post facto research design, “co-relational study involves one group and causal comparative study involves two groups.” Since this research involves one class only, co-relational study was used with the formula as follows:

X Y

X : Learning strategies as the Independent variable

Y : Reading comprehension as the Dependent variable

Whereby, in collecting the data, the writer gave a reading test (Y) to see the students’ reading achievement . Prior to that, the researcher distributed a questionnaire (X) in order to know the learning strategies employed by the learners in comprehending the reading text. Then, the score from questionnaire (X) was correlated with the score from reading test (Y).

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1.2Population and Sample of the Research

The population of this research was the students of SMAN 8 Bandar Lampung in the academic period 2011/2012. The researcher used simple random sampling technique. So, the researcher take one class from the population as the sample, that is class XI IA 2 consisting of 40 students. The reason of choosing the second year students as the sample because they have learned English for many years and it is assumed that they have better performance compared with the first year students.

1.3Data Collecting Technique

In collecting the data the researcher used the following technique:

1. Questionnaire

It is a list of statements and questions to be answered by the students to measure students uses of learning strategies. The questionnaire used is close-ended questionnaire where the answer is limited (Setiyadi, 2006:54).

The questionnaire given to the students was adapted from “Language Learning Strategy Questionnaire” (Setiyadi, 1999) which is modeled especially to search learning strategies employed by learners per skill. The researcher used Language Learning Strategy Questionnaire for reading skill only.

The researcher gave a set of questionnaire in order to know the students’ learning strategies in studying English especially in reading. The researcher used Setyadi’s questionnaire (1999) because he has arranged the questionnaire which classified into three learning strategies: metacognitive, cognitive, and social. The questionnaire consist of 20 items that have been prepared based on the indicators of metacognitive,

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cognitive, and social strategies, which has determined which items designed to measure the three strategies. Each item has a numerical value, As we can see the table below:

1 = I never do it

2 = I almost never do it 3 = I sometimes do it 4 = I often do it 5 = I always do it

Table 1. Strategy Classification of the LLSQ

Strategies Reading

Cognitive Items no. 1 – 11 Metacognitive Items no. 12 – 17 Social Items no. 18 – 20 (Setiyadi, 1999:70)

The student’s choices or preferences on the item selected indicated their group, whether they belong to cognitive, metacognitive, or social groups. For example: items 1 – 11 belong to cognitive, and then the total scores on the group divided into 11. Items 12 – 17 belong to metacognitive, then the total scores on the group divided into 6. Items 18 – 20 belong to social, then the total scores on the group divided into 3. The data gathered from questionnaire is used to analyze the most frequent strategies employed by the learners. To make sure that the data gathered from the questionnaire

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was reliable, the researcher used reliability analysis based on Cronbach’s alpha. The higher alpha, the more reliable the items of the questionnaire (Setyadi, 2001).

Moreover, the researcher analyzed the correlation between questionnaire of learning strategies and students’ reading comprehension test by using Pearson Product Moment.

2. Reading Test

It is a set of question and problems of objective test to measure students’ reading comprehension. Reading test was given in order to know students’ reading achievement in comprehending reading text. The researcher used multiple choice of reading test. A test can be said valid if the test measure the object to be measured and suitable with the criteria (Hatch & Farhady, 1982:250). The researcher used quantitative research in analyzing all the data gathered from the reading test. The tests are as follows:

a. Validity of the Test

A good test can be seen from its validity. In relation to the validity of the test, Anderson, et al (1975) in Arikunto (1997) mentions that a test is valid if it measures what it purposes to measure.

According to Hatch and Farhady (1982: 251), there are four basic types of validity: face validity, content validity, construct validity and empirical or criterion-related validity. To measure whether the test has good validity, the researcher used content and construct validity since the other two are considered

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to be less needed. Face validity only concerns with the layout of the test. Criterion-related validity concerns with measuring the success in the future, as in replacement test.

Construct validity is concerned with whether the test is actually in line with the theory of what it means to know the language (Shohamy, 1985: 74). Regarding the construct validity, it measures whether the construction had already in line with the objective of the learning (Hatch and Farhady, 1982: 251). To know whether the test is good reflection of the knowledge which the teacher wants the students to know, the researcher compares this test with table of specification. If the table represents the material that the researcher wants to test, then it is valid from that point of view. A table of specification is an instrument that helps the test constructor planned the test.

Table 2. Table of Specification of Reading Comprehension

NO Objective Number of items Percentage

1 Determining main idea

1., 17., 26. 10% 2 Identifying specific

Information

4., 7., 8., 10., 12., 16., 19., 22., 27., 29., 30.

36,7%

3 Inference 2., 3., 6., 11., 15., 23., 24., 25.

26,7%

4 Reference 13., 18. 6,6%

5 Vocabulary 5., 9., 14., 20., 21., 28.

20 %

Total 30 100%

Basically, the construct and content validity are overlap. It is a representative of the material from the subject. In line with Nuttal (1985) the relation validity of the instrument refers to construct validity in which the question represents five reading skills, i.e. determining main idea, identifying specific information,

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reference, inference, and vocabulary. Skills of reading in the test are a part of the construct validity and the item numbers are a part of the content validity.

Beside the construct validity, the researcher used inter rater analysis. The researcher used 4 inter rater to make the reading test more valid. They are Dra. Herna Andayani, Martha Sinaga, S.Pd., Martalinda, S.Pd., and Parmin, S.Pd. They are English teachers at SMAN 8 Bandar Lampung. Since who have been teaching more than 10 years it is understood they have a lot of experience in this field. Table 3. Inter-rater Judgment

R1 R2 R3 R4

1 1 25% 25% 25% 75%

17 25% 25% 25% 25% 100%

26 25% 25% 25% 75%

2 4 25% 25% 25% 25% 100%

7 25% 25% 50%

8 25% 25% 25% 75%

10 25% 25% 50%

12 25% 25% 25% 75%

16 25% 25% 25% 75%

19 25% 25% 50%

22 25% 25% 25% 75%

27 25% 25% 25% 75%

29 25% 25% 50%

30 25% 25% 25% 75%

3 2 25% 25% 25% 75%

3 25% 25% 25% 25% 100%

6 25% 25% 50%

11 25% 25% 25% 75%

15 25% 25% 25% 75%

23 25% 25% 25% 25% 100%

24 25% 25% 25% 75%

25 25% 25% 25% 75%

4 13 25% 25% 25% 75%

18 25% 25% 25% 75%

5 5 25% 25% 25% 25% 100%

9 25% 25% 25% 75%

14 25% 25% 50%

20 25% 25% 50%

21 25% 25% 25% 75%

28 25% 25% 25% 75%

Reference

Vocabulary Determining main idea

Finding Specific Information

Inference

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b. Reliability of the Test

A test is called reliable if the score gained by the examiner is constant whenever and by whomever the test is conducted. A test will not be a good parameter unless the test is suitable or constant. To measure the reliability of the test, the researcher used Spearman Brown formula. The formula is as follows:

rk = The reliability of the test rl = The reliability of half the test The criteria are:

0.00 – 0.19 Very low reliability 0.20 – 0.39 Low reliability 0.40 – 0.59 Average reliability 0.60 – 0.79 High reliability 0.80 – 1.00 Very high reliability

c. Level of Difficulty

Level of difficulty relates to “how easy or difficult the item is from the point of view of the students who took the test. It is important since test items which are too easy (that all students get right) can tell us nothing about differences within the test population.”(Shohamy, 1985:79).

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LD = Level of difficulty

R = Number of students who answers it right N = Total number of students

The criteria are:

LD < 0.30 = difficult LD = 0.31 – 0.70 = satisfied LD > 0.71 – 1.00 = easy (Arikunto, 1997:214)

d. Discrimination Power of the Test

Discrimination power refers to “the extent to which the item differentiates between high and low level students on that test. A good item according to this criterion, is one in which good students did well, and bad students failed.”

(Shohamy, 1985:81)

The formula is used:

DP = discrimination power

Upper = proportion of “high group” students getting the item correct Lower = proportion of “low group” students getting the item correct N = total number of students

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LD = 0.00 – 0.20 = poor LD = 0.21 – 0.40 = satisfactory LD = 0.41 – 0.70 = good LD = 0.71 – 1.00 = excellent (Arikunto, 1997:223)

1.4Scoring System

In scoring the students’ result of the test, the researcher used Arikunto’s formula (1989:271). The highest score will be 100.

Where:

S is the score of the test R is the right answer N is the total of the items

1.5Research Procedures

In conducting the research, the writer used some procedures as follows:

1. Determining the sample of the research

The sample of the research was the students of class XI IPA 2 SMAN 8 Bandar Lampung.

2. Administering reading test

Reading test was used to get the data of learners’ reading ability.

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Questionnaire of learning strategy was used to analyze the most frequent learning strategy employed by the learners and its effect toward their reading comprehension.

4. Analyzing the data

Determining the most frequent learning strategies used and its effect to learners’ reading comprehension.

5. Drawing conclusions from the data.

1.6 Data Analysis

In this research the researcher used co-relational study. It is used to measure whether there is relationship between two variables. In this case X is questionnaire of learning strategies as the first variable and Y is reading comprehension test as the second variable. The writer tried to analyze the current data taken from the students. Having collected the data, the researcher analyzed the data by using the quantitative description. First the students are asked to fill in questionnaire which classified into three learning strategies: metacognitive, cognitive, and social. The result of questionnaire was scored based on Likert Scale (Setiyadi, 2006:58). The score ranges from 1 to 5. After that, it analyzed by using the “Cronbach Alpha Coefficient”. “The Cronbach Alpha is the most common used to measure the consistency of the items of the questionnaire. The alpha ranges between 0 and 1. The higher the alpha, the more reliable is the questionnaire” (Setiyadi, 1999:77).

Meanwhile, to answer research question number 1 the researcher analyzed the data from the questionnaire of learning strategies. The student’s choices or preferences on the item selected indicated their group, whether they belong to cognitive, metacognitive, or social

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groups. The item 1 – 11 belong to cognitive, and then the total scores on the group were divided into 11. Item 12 – 17 belong to metacognitive, then the total scores on the group were divided into 6. Item 18 – 20 belong to social, then the total scores on the group were divided into 3. The data gathered from questionnaire used to analyze the most frequent strategies employed by the learners in learning reading, it was analyzed by comparing the mean score of the three learning strategies.

At the end, to answer research question number 2 the researcher analyzed the data both from questionnaire and reading test to see the correlation between the students’ learning strategies and reading achievement by using “pearson product moment correlation” (SPSS for window version 16.0). “Pearson product moment is common used in social science and usually intended to see the correlation between two continuous variables, between one ordinal variable and one interval variable, or between two ordinal variables” (Setiyadi, 2000:10).

The researcher used co-relational study to get some empirical data about the effect of questionnaire of learning strategies and reading comprehension test.

1.7Hypothesis Testing

In order to prove the hypothesis regression linear was used. Regression was used to predict the influence of independent variable toward dependent variable. Regression linear cannot be separated from correlation analysis. Coefficient that we got based on correlation analysis was squared to look for the regression value (r2).

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I. CONCLUSION AND SUGGESTION

1.1Conclusions

Based on the result of the research and the data analysis, the researcher would like to conclude that:

1. In this study, there were three learning strategies, namely: cognitive strategies, metacognitive strategies and social strategies employed by the students. The students mostly tended to use cognitive strategy (36.7) more frequently. While metacognitive strategies (20.9) and social strategies (9.72) were used less frequently.

2. There is significant correlation between learning strategies and reading comprehension. Having analyzed learning strategies and students’ reading comprehension test, the result showed that those two variables correlated significantly. It means that learning strategies in reading employed by the students influences their reading comprehension in comprehending reading text. There was significant positive correlation between learning strategies and reading comprehension with r = .403 which means relatively significant positive correlation. To know the contribution of learning strategies toward students’ reading comprehension, coefficient correlation (r) between two variables will be squared, r2 =.4032=.162, the result was .162. It means that the learning strategies contributed 16,2% to the students reading comprehension. This indicated that learning strategies in reading gave a positive effect toward students’ reading comprehension.

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1.2Suggestions

Based on the discussion above, the researcher would like to suggest:

1. Since all the learning strategies are principally worthy and they could help students to be successful learners, the teachers are recommended to introduce learning strategies to their students in order to help students to gain better achievement in comprehending reading text.

2. Since this research was conducted with limited number of students, other research about learning strategies should be conducted with bigger sample and covers all proficiency level in order to get more valid data. It may be more valuable if the instrument used are not only a questionnaire. The researcher can use interviews, observations, etc.

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CURRICULUM VITAE

The writer’s name is Meila Sari. She was born in Kalianda, May 4th_{, 1990. She is the second} daughter of A. Zainuddin, BBA and Yauzah, S.Pd. She has two sisters, Sinta Yulia and Marta Lia, and one brother, Irfan Saputra.

She entered TK AISIYAH Kalianda before continuing her study at SD Negeri 1 Kalianda in 1995. Having graduated from the Elementary School in 2001, she went to SLTP Negeri 1 Kalianda and graduated in 2004. She finished her High School at SMU Negeri 1 Kalianda in 2007. In the same year, she was registered as an S-1 college student of Lampung University at English Department of Teacher Training and Education Faculty.

From February 1st to April 4th, 2011 she carried on Teaching Practice Program (PPL) at SMA Negeri 8 Bandar Lampung.

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REFERENCES

Arikunto, S. 1995. Dasar-Dasar Evaluasi Pendidikan. Jakarta: Bumi Aksara.

Chamot, A. U. 2004. Issues in Language Learning Strategy Research and Teaching. Electric Journal of Foreign Language Teaching. Centre for Language Studies. National University of Singapore. Retrieved Augusts 2011.

http://eflt.nus.edu.sg/vlnl2004/chamot.html

Dallman, Martha, Roger L, at all. 1982. Teaching of Reading. Sixth Edition. New York. College Publishing.

Edhita, G. S. 1988. Developing Reading Skill for English Foreign Language. Jakarta: P2LPTK.

Hatch and farhady. 1982. Research Design and Statistic for Applied Linguistics. Massachusetts: Newbury house Publisher, Inc. Hargis, Jace. The Self-regulated Learner Advantage: Learning Science on

the Internet, retrieved Juli 2011. http://www.Jhargis.com/

Hismanoglu, M. 2000. Language Learning Strategies in Foreign Language Learning and Teaching. The Internet TESL Journal. Retrieved August 2011. http://iteslj.org/articles/hismanoglu-strategies.html

Kayad, Florence G. 1999. Language Learning Strategies. A Malysian perspective. In Christoper word and Willy. SEAMO. Regional language center.

Mc. Worther, Kk. 1989. College Reading and Study Skills. Ilion’s: Scott Foresman Company.

Nuttal, Christine. 1982. Teaching Reading Skill in a Foreign Language. London: Educational Books.

Oxford, Rebecca L. 1990. Language Learning Strategies: What Every Teacher Should Know. New York: New Bury House Publisher.

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Rasekh, Z. E. 2003. Metacognitive Strategy Training for Vocabulary Learning TESL-EL. Vol. 7 No.2, 2003. Retrieved August 2011. http://www.writing.berkeley.edu/tesl-ej/ej26/a5.html

Shohamy, E. 1985. A Practical Handbook in Language Testing for the Second Language Teacher. Tel Aviv: Tel Aviv University. Setiyadi, Ag, Bambang. 1999. A Survey of the Language Learning

Strategies of Tertiary EFL Students in Indonesia. (Unpublished Thesis). La Trobe University Bundoora. Victoria. Australia. Setiyadi, Ag, Bambang. 2001. Peneltitian Dalam Pengajaran Bahasa

Inggris. Student’s Hand Book. Bandar Lampung: Universitas Lampung.

Setiyadi, Ag, Bambang. 2006. Metode Penelitian untuk Pengajaran Bahasa Asing. Yogyakarta: Graha Ilmu.

Wenden, Anta and Joan Rubin. 1990. Learning Strategies in Language Learning. London Prentince Hall, and Int.

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Motto

“

Knowing others is intelligence,

Knowing yourself is true wisdom.

Mastering others is strength,

Mastering yourself is true power”

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DEDICATION

With love and appreciation, this script is proudly dedicated to:

My beloved parents, A. Zainuddin, BBA and Yauzah, S.Pd.,

who always love me, pray for me, give me support and motivation.

You have sacrificed so many things for me.

My beloved siblings, Sinta Yulia, Marta Lia, and Irfan Saputra,

The colorful life of mine is because of you all.

My beloved nephews, Raffi and Fira,

Who always make me happy.

My greatest friend: The members of NERD 2007

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ACKNOWLEDGEMENTS

Alhamdulillahirabbil’alamin. Praise to Allah SWT, the Almighty and Merciful God, for blessing the writer with faith, health, and opportunity to finish this script. This script is entitled “The Effect of Learning Strategies in Reading Toward Students’ Reading Comprehension at The Second Grade of SMAN 8 Bandar Lampung”. This script is presented to fulfill one of the requirements in accomplishing the S-1 Degree at the Department of Language and Arts of Teacher Training and Education Faculty in the University of Lampung.

The writer would like to express her gratitude to many people who have suggested and helped in writing this script. First, she delivers her gratitude and respect to Prof. Ag. Bambang Setiyadi, M.A., Ph.D., her first advisor, who has guided the writer in composing this script and her deep gratitude is also given to Drs. Huzairin, M.Pd., her second advisor, who have given their best criticisms, suggestions, and revisions during the accomplishment of this script. Then, she wants to deliver her gratitude to her examiner, Drs. Sudirman, M.Pd., for his input and contribution.

Her thankfulness is also due to Drs. Banjir Sihite. M.Pd., the Headmaster and English teacher of SMAN 8 Bandar Lampung, in which the writer did her research, and all beloved students of class XI 2 Science Programs for their participation in this research.

The writer also would like to extend her appreciations to her beloved comrades of English ’07, especially for Diah Arini Kusumastuti, Fevi Meila Suwarni and Fetrisia. Thanks for all support and everything since her very first year in this department. And also to all friends in English Department NERD ’07 for their support and friendship.

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Last but not least, her special gratitude and indebtedness goes to her beloved families, her parents A. Zainuddin, BBA and Yauzah, S.Pd. for their love, support and prayer. May the only Allah pay your love and devotion within his never ending blessing. Her thankfulness is also due to her siblings Sinta Yulia, Marta Lia, and Irfan Saputra.

Bandar Lampung, 25Oktober 2012 The writer,

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ABSTRACT

THE EFFECT OF LEARNING STRATEGIES IN READING TOWARDS STUDENTS’ READING COMPREHENSION

AT THE SECOND GRADE OF SMAN 8 BANDAR LAMPUNG

By Meila Sari

In English Language Teaching, one of the important skills in English is reading, but most of the students still got difficulty in comprehending the text. Reading comprehension is an activity to extract the meaning of written materials with fully understanding. Determining main idea, finding specific information, inference, and reference are common problems that most students face in reading. Actually, everyone has the same chance to learn a language, however, some students approach the language learning task in more successful way than others. The different success of foreign language learners creates a need to examine in detail what strategies the good learners employ.

Dealing with the problems, this research aims to find out whether there was significant effect of learning strategies toward students’ reading comprehension at the second grade of SMAN 8 Bandar Lampung. Three learning strategy systems were used, namely cognitive, metacognitive, and social. In this research the writer used co-relational of ex-post facto design. The data was taken by using questionnaire and reading test.

The result of the tests showed that there is significant effect of learning strategies in reading toward students’ reading comprehension. It has been proven by the regression value (r2_{) from the} correlation analysis coefficient (r). The result of the regression value is r2_=0.4032_{= .162. It} means that the three strategies gave contribution 16,2% toward students reading comprehension. To know the most frequent strategies employed by the learners, it can be proven by the mean score of each strategy. The mean score of cognitive was 36.7 while the mean score of metacognitive and social were 20.9 and 9.7. It means that the students used cognitive strategy more frequently than metacognitive and social.

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ADMITTED BY

1. Examination Committee

Chairperson : Prof. Ag. Bambang Setiyadi, M.A., Ph.D. ………

Examiner : Drs. Sudirman, M.Pd. ………

Secretary : Drs. Huzairin, M.Pd. ………

2. The Dean of Teacher Training and Education Faculty

Dr. Hi. Bujang Rahman, M.Si. NIP 19600315 198503 1 003

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Research Title : THE EFFECT OF LEARNING STRATEGIES IN READING TOWARDS STUDENTS READING COMPREHENSION AT THE SECOND GRADE OF SMAN 8 BANDAR LAMPUNG

Student’s Name : MEILA SARI Student’s Number : 0713042033

Department : Language and Arts Education Study Program : English Education

Faculty : Teacher Training and Education

APPROVED BY Advisory Committee

Advisor Co-Advisor

Prof. Ag. Bambang Setiyadi, M.A., Ph.D. Drs. Huzairin, M.Pd. NIP 19590528 198610 1 001 NIP 19580704 1985031 006

The Chairperson of

Language and Art Education Department

Drs. Imam Rejana, M.Si. NIP 19480421 197803 1 004

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